Eyster, L. (2010). Encouraging Creativity in the Classroom.The Science Teacher,77(6), 32-35.
Summary of Article:
The Article “Encouraging Creativity in the Science Lab”, describes different ways to foster creativity and problem solving in a lab as a teacher. Some of the different techniques to encourage imaginativeness include stating a problem and having students explore “real-life scenarios” and create explanations through brainstorming, working in groups creatively, having students figure out the usefulness of certain tools, and using questioning to refocus or re-activate creativity and thought.
The article also covers ideas that students have about labs that can be hindering to their creativity. Some of these preconceived notions are that the teacher is the only one who has the knowledge to do the experiment and only certain specific equipment may be used for each specific lab. (Eyster, 2010)
Review of Article:
I found this article really helpful. I think students still have these preconceived notions about labs in college and that they do not think they can be creative because the teacher wants the lab done a certain way. If there was more brainstorming in labs the students would be experiencing or discovering their learning. I know personally that going to lab seems like all I have to do is read the procedure, follow the experiment and write the conclusion. Sometimes it seems students are learning more about procedures for labs instead of content. Encouraging creativity using the techniques written in the article and any others you many think of could foster a more comprehensive understanding of why the students are doing the lab.
Eyster, L. (2010). Encouraging Creativity in the Classroom. The Science Teacher, 77(6), 32-35.
Summary of Article:
The Article “Encouraging Creativity in the Science Lab”, describes different ways to foster creativity and problem solving in a lab as a teacher. Some of the different techniques to encourage imaginativeness include stating a problem and having students explore “real-life scenarios” and create explanations through brainstorming, working in groups creatively, having students figure out the usefulness of certain tools, and using questioning to refocus or re-activate creativity and thought.
The article also covers ideas that students have about labs that can be hindering to their creativity. Some of these preconceived notions are that the teacher is the only one who has the knowledge to do the experiment and only certain specific equipment may be used for each specific lab. (Eyster, 2010)
Review of Article:
I found this article really helpful. I think students still have these preconceived notions about labs in college and that they do not think they can be creative because the teacher wants the lab done a certain way. If there was more brainstorming in labs the students would be experiencing or discovering their learning. I know personally that going to lab seems like all I have to do is read the procedure, follow the experiment and write the conclusion. Sometimes it seems students are learning more about procedures for labs instead of content. Encouraging creativity using the techniques written in the article and any others you many think of could foster a more comprehensive understanding of why the students are doing the lab.
Erin O.